Learning strategies for gifted students in primary schools: A systematic review
Article Sidebar
Main Article Content
Meidias Abror Wicaksono
Yuli Kurniawati Sugiyo Pranoto
Diana Diana
Abstract
This study aims to identify, map, and analyze various learning strategies for gifted and talented students in primary schools based on recent scientific literature. The method used is a Systematic Literature Review (SLR) conducted following the PRISMA 2020 framework. The sample comprised 28 scientific articles published between 2020 and 2024, retrieved from SCOPUS, Web of Science, ProQuest, Garuda, and SINTA databases. Data were collected using an extraction sheet containing variables such as title, author, year, country, method, sample, and findings related to learning strategies for gifted students. The data were analyzed descriptively and thematically to identify patterns, trends, implementation constraints, and implications associated with various learning strategies. The results reveal that differentiated instruction, digital technology integration, and project based constructivist approaches can optimize the development of gifted students, although their implementation in primary schools is still limited due to insufficient teacher training, technological constraints, and the absence of adequate implementation guidelines. The novelty of this study lies in its comprehensive synthesis that explicitly compares previous reviews and highlights the unique contribution of this work in linking instructional strategies with policy implications and teacher professional development. Furthermore, this study provides practical implications for teachers, curriculum developers, and policymakers by offering evidence based recommendations to enhance instructional practices. In conclusion, an adaptive learning approach based on the needs of gifted students requires teacher training, curriculum adjustment, and strengthened technological infrastructure to ensure effective and sustainable learning practices.
Downloads
Article Details
Copyright (c) 2025 Meidias Abror Wicaksono, Yuli Kurniawati Sugiyo Pranoto, Diana
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Abdulla Alabbasi, A. M., Sultan, Z. M., Karwowski, M., Cross, T. L., & Ayoub, A. E. A. (2023). Self-efficacy in gifted and non-gifted students: A multilevel meta-analysis. Personality and Individual Differences, 210, 112244. https://doi.org/10.1016/j.paid.2023.112244 DOI: https://doi.org/10.1016/j.paid.2023.112244
Anggraeni, R., Juju Masunah, & Trianti Nugraheni. (2024). The Effect of Project Based Learning in Realizing Performing Arts on Entrepreneurial Motivation in Art Learning in Vocational School Students. Mudra Jurnal Seni Budaya, 39(4), 508–518. https://doi.org/10.31091/mudra.v39i4.2010 DOI: https://doi.org/10.31091/mudra.v39i4.2010
Anggraini, R. T., & Insani, N. (2025). Pemenuhan Tujuan Kemandirian Belajar melalui Pembelajaran Berdiferensiasi Berdasarkan Kesiapan, Minat, dan Preferensi Siswa. Journal of Innovation and Teacher Professionalism, 3(3), 784–790. https://doi.org/10.17977/um084v3i32025p784-790 DOI: https://doi.org/10.17977/um084v3i32025p784-790
Ardenlid, F., Lundqvist, J., & Sund, L. (2025). A scoping review and thematic analysis of differentiated instruction practices: How teachers foster inclusive classrooms for all students, including gifted students. International Journal of Educational Research Open, 8, 100439. https://doi.org/10.1016/j.ijedro.2025.100439 DOI: https://doi.org/10.1016/j.ijedro.2025.100439
Ayık, Z., & Gül, M. D. (2025). Enhancing teachers’ GTPACK competencies in gifted education: The impact of GIFTLED AR integrated enrichment method. Education and Information Technologies. https://doi.org/10.1007/s10639-025-13562-0 DOI: https://doi.org/10.1007/s10639-025-13562-0
Baccassino, F., & Pinnelli, S. (2023). Giftedness and gifted education: A systematic literature review. Frontiers in Education, 7, 1073007. https://doi.org/10.3389/feduc.2022.1073007 DOI: https://doi.org/10.3389/feduc.2022.1073007
Biber, M., Kose Biber, S., Ozyaprak, M., Kartal, E., Can, T., & Simsek, I. (2021). TEACHER NOMINATION IN IDENTIFYING GIFTED AND TALENTED STUDENTS: EVIDENCE FROM TURKEY. Thinking Skills and Creativity, 39, 100751. https://doi.org/10.1016/j.tsc.2020.100751 DOI: https://doi.org/10.1016/j.tsc.2020.100751
Cardim, J., Molina-Millán, T., & Vicente, P. C. (2023). Can technology improve the classroom experience in primary education? An African experiment on a worldwide program. Journal of Development Economics, 164, 103145. https://doi.org/10.1016/j.jdeveco.2023.103145 DOI: https://doi.org/10.1016/j.jdeveco.2023.103145
Ding, J.-L., Chen, X.-M., Liao, X.-L., Wang, X.-L., Chen, I.-H., & Malas, O. (2024). Examining problematic internet use, mattering, and distress in interpersonally vulnerable senior high school students: A longitudinal study during summer holidays and academic terms. Acta Psychologica, 251, 104594. https://doi.org/10.1016/j.actpsy.2024.104594 DOI: https://doi.org/10.1016/j.actpsy.2024.104594
Field, G. B. (2008). The Effects of the Use of Renzulli Learning on Student Achievement in Reading Comprehension, Reading Fluency, Social Studies, and Science. International Journal of Emerging Technologies in Learning (iJET), 4(1), 29. https://doi.org/10.3991/ijet.v4i1.629 DOI: https://doi.org/10.3991/ijet.v4i1.629
García-Martínez, I., Gutiérrez Cáceres, R., Luque De La Rosa, A., & León, S. P. (2021). Analysing Educational Interventions with Gifted Students. Systematic Review. Children, 8(5), 365. https://doi.org/10.3390/children8050365 DOI: https://doi.org/10.3390/children8050365
Goyibova, N., Muslimov, N., Sabirova, G., Kadirova, N., & Samatova, B. (2025). Differentiation approach in education: Tailoring instruction for diverse learner needs. MethodsX, 14, 103163. https://doi.org/10.1016/j.mex.2025.103163 DOI: https://doi.org/10.1016/j.mex.2025.103163
Hermawan, A., & Hadi, S. (2024). Realitas Pengaruh Penggunaan Teknologi Augmented Reality dalam Pembelajaran terhadap Pemahaman Konsep Siswa. Jurnal Simki Pedagogia, 7(1), 328–340. https://doi.org/10.29407/jsp.v7i1.694 DOI: https://doi.org/10.29407/jsp.v7i1.694
Huang, Y.-C. (2021). Comparison and Contrast of Piaget and Vygotsky’s Theories: 7th International Conference on Humanities and Social Science Research (ICHSSR 2021), Qingdao, China. https://doi.org/10.2991/assehr.k.210519.007 DOI: https://doi.org/10.2991/assehr.k.210519.007
Isnaini, M., Marta, R. F., Septiarysa, L., Atmadja, V., & Michelle, M. (2021). Determinan Karakteristik Konten dan Pengaruhnya terhadap Penerimaan Pengguna pada Aplikasi Travelation. Jurnal Studi Komunikasi dan Media, 25(2), 237. https://doi.org/10.31445/jskm.2021.3961 DOI: https://doi.org/10.31445/jskm.2021.3961
Ivarsson, L. (2023). Principals’ perceptions of gifted students and their education. Social Sciences & Humanities Open, 7(1), 100400. https://doi.org/10.1016/j.ssaho.2023.100400 DOI: https://doi.org/10.1016/j.ssaho.2023.100400
Kahmann, R., Droop, M., & Lazonder, A. W. (2024). Dutch elementary school teachers’ differentiation practices during Science and Technology lessons. Teaching and Teacher Education, 145, 104626. https://doi.org/10.1016/j.tate.2024.104626 DOI: https://doi.org/10.1016/j.tate.2024.104626
Kaynar, H., & Kurnaz, A. (2024). The effect of interdisciplinary teaching approach on the creative and critical thinking skills of gifted pupils. Thinking Skills and Creativity, 54, 101637. https://doi.org/10.1016/j.tsc.2024.101637 DOI: https://doi.org/10.1016/j.tsc.2024.101637
King, S. (2022). The education context for twice-exceptional students: An overview of issues in special and gifted education. Neurobiology of Learning and Memory, 193, 107659. https://doi.org/10.1016/j.nlm.2022.107659 DOI: https://doi.org/10.1016/j.nlm.2022.107659
Kurniawan, A., Khadaffi, M., & Catrayasa, I. W. (2022). THE EFFECT OF COMPETITION, EDUCATION AND TRAINING, JOB ROTATION, AND JOB PLACEMENT ON WORK QUALITY WITH INTERVENING COMMITMENT ORGANIZATION VARIABLES AT OFFICERTHE REGIONAL SECRETARIAT KARIMUN DISTRICT. EDUCATION AND TRAINING, 1. DOI: https://doi.org/10.54443/ijset.v1i12.81
Lee Swanson, H., Kong, J. E., & Lussier, C. M. (2024). Cognitive processes that underlie mathematically gifted emergent bilinguals. Journal of Experimental Child Psychology, 240, 105833. https://doi.org/10.1016/j.jecp.2023.105833 DOI: https://doi.org/10.1016/j.jecp.2023.105833
Li, J., & Xue, E. (2023). Dynamic Interaction between Student Learning Behaviour and Learning Environment: Meta-Analysis of Student Engagement and Its Influencing Factors. Behavioral Sciences, 13(1), 59. https://doi.org/10.3390/bs13010059 DOI: https://doi.org/10.3390/bs13010059
Marhamah, M., & Zikriati, Z. (2024). Mengenal Kebutuhan Peserta Didik Diera Kurikulum Merdeka. Wathan: Jurnal Ilmu Sosial dan Humaniora, 1(1), 89–106. https://doi.org/10.71153/wathan.v1i1.32 DOI: https://doi.org/10.71153/wathan.v1i1.32
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, n71. https://doi.org/10.1136/bmj.n71 DOI: https://doi.org/10.1136/bmj.n71
Palupi, T. M. (2024). Developing a learning management system for critical literacy course: A need analysis. Bahasa Dan Seni: Jurnal Bahasa, Sastra, Seni, Dan Pengajarannya, 51(1). https://doi.org/10.17977/um015v51i12023p91 DOI: https://doi.org/10.17977/um015v51i12023p91
Raoof, K., Shokri, O., Fathabadi, J., & Panaghi, L. (2024). Unpacking the underachievement of gifted students: A systematic review of internal and external factors. Heliyon, 10(17), e36908. https://doi.org/10.1016/j.heliyon.2024.e36908 DOI: https://doi.org/10.1016/j.heliyon.2024.e36908
Reynen-Woodward, K., Round, P., & Subban, P. (2023). Gifted, disadvantaged, unseen: A scoping study of giftedness, disadvantage and cultural difference in young adult learners. Social Sciences & Humanities Open, 7(1), 100477. https://doi.org/10.1016/j.ssaho.2023.100477 DOI: https://doi.org/10.1016/j.ssaho.2023.100477
Rohmadi, M., & Sudaryanto, M. (2024). Teachers’ self-efficacy in dealing with students’ online learning difficulties: A study of psychopragmatics in Indonesian language learning. Bahasa Dan Seni: Jurnal Bahasa, Sastra, Seni, Dan Pengajarannya, 51(1). https://doi.org/10.17977/um015v51i12023p13 DOI: https://doi.org/10.17977/um015v51i12023p13
Safari, Y., & Wicaksono, B. R. (2024). Strategi Efektif dalam Pembelajaran Matematika untuk Siswa Sekolah Dasar. Karimah Tauhid, 3(7), 7644–7651. https://doi.org/10.30997/karimahtauhid.v3i7.14150 DOI: https://doi.org/10.30997/karimahtauhid.v3i7.14150
Wadaani, M. (2023). The influence of preservice education and professional development in mathematics Teachers’ attitudes toward nurturing creativity and supporting the gifted. Journal of Creativity, 33(1), 100043. https://doi.org/10.1016/j.yjoc.2023.100043 DOI: https://doi.org/10.1016/j.yjoc.2023.100043
Wai, J. (2024). Method considerations for school psychology from longitudinal research on gifted students. Journal of School Psychology. DOI: https://doi.org/10.1016/j.jsp.2023.101269
Witarsa, R., Herlina, H., & Sofiarni, E. (2024). Kreativitas Siswa Sekolah Dasar melalui Pembelajaran Berdiferensiasi. Journal of Education Research, 5(2), 2085–2090. https://doi.org/10.37985/jer.v5i2.1147 DOI: https://doi.org/10.37985/jer.v5i2.1147
Zhao, J., Xiang, C., Kamalden, T. F. T., Dong, W., Luo, H., & Ismail, N. (2024). Differences and relationships between talent detection, identification, development and selection in sport: A systematic review. Heliyon, 10(6), e27543. https://doi.org/10.1016/j.heliyon.2024.e27543 DOI: https://doi.org/10.1016/j.heliyon.2024.e27543
